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The University of the South - Sewanee requires seniors to create and develop a Digital Story for their Senior Presentation of Learning. The senior cohort spends their spring semester learning how to craft a narrative, exploring tools for digital storytelling, reflecting on their journey up to this point in their lives and how their service through Bonner and Canale program has helped shape them and their next steps. Over the course of two Friday afternoons, each senior presents their digital story. All 70+ Bonners and Canale Program students, staff, faculty, and partners are invited to come watch them. This takes place in a small auditorium located in one of the academic buildings on Sewanee's campus. The program staff take a few minutes after each presentation to spotlight the presenting senior, share out fond memories, and provide words of affirmation. The program staff also lay out paper sacks that line the stage in front of everyone where people can also write "warm fuzzies" for graduating seniors. This has become an important tradition that students look forward to each year. Two workshops are built in the curriculum to prepare seniors for the project.
University of Richmond's Senior Presentations of Learning (POL) occur over four separate nights in late March and early April, each night having a social issue focus so that concepts raised and discussed align. There are 5-8 seniors who present each night, each of whom speak for 10 minutes. Given that POLs are the most high-profile and public event coordinated by the Bonner Center for Civic Engagement (BCCE) and that it is the culminating capstone for seniors, preparation is intense and includes:
An overnight Senior Retreat at a 150 acre wooded retreat center in early February where seniors watch videos of past POLs, discuss characteristics of strong presentations and content, and learn the logistics of POLs. The university’s Chaplaincy will facilitate a discussion that helps students answer the question “Who do I want to be?” which is what underpins their POL.
A senior class meeting in mid-February wherein seniors are given back the twenty-four written reflections they have submitted during their four years in the Program. Rereading these reflections gives them a better sense of the evolution of their learning. They will use those reflections to write a capstone reflection, which forms the content of their POL.
In early March, seniors submit their capstone reflection to BCCE staff for feedback. They also submit a presentation proposal to BCCE staff that outlines how they will present their content. Some will make digital stories, others read their capstone reflection similar to an academic symposium, and others will create interactive exercises with the audience.
In mid-March, the university’s Speech Center will host an open forum wherein seniors can practice their POL presentation and receive feedback to improve their delivery.
Siena College Bonners are required to complete 6 credits of Capstone and Practicum credits through the Certificate in Community Development. Students begin planning their capstone project and research in the Spring of their Junior year with a Faculty Mentor from their academic discipline. Students are encouraged to synthesize learning from their major, minor, and certificate courses as well their service experience into a community engaged research project. Students ultimately compose a research paper which typically ranges from 30-60 pages, although this is decided by the student and their mentor. Each student also creates a capstone poster which summarizes their research and findings which will be presented at the annual Siena College Academic Celebration.
Berry College has developed a Senior Capstone Presentation. Prior to exiting the program, seniors are asked to reflect on their Bonner experience and assess the impact it has had on their lives. Students are given focus questions to assist them in their thinking. These questions encourage them to consider how their time as a Bonner has: influenced their education, been instrumental in their personal growth/development, and equipped them for life after graduation. Their reflections are to be integrated in a 3-5 page, typed paper and a 5 minute presentation to the Bonners.
University of Tampa
The University of Tampa has adapted their Senior Presentation of Learning to highlight Bonner students’ reflection on their Bonner journey and their connection to any four of the “Spartan Ready” competencies – a University of Tampa component. The “guidelines” document highlights the questions that Bonner students address in their Senior Presentation of Learning, and other requirements pertaining to the number of slides and their capstone project process.
